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2020: a New Era of Sign Language Literature e-ISSN: 1981-4755 DOI: 10.5935/1981-4755.20190029 2020: A New Era of Sign Language Literature 2020: Um nova Era para Linguagem de sinais na Literatura Valerie Sutton 1* * Departs San Diego, US, e-mail: [email protected] Summary: Sign language is the primary daily language of many Deaf people, yet sign language is not always included as a part of Deaf Education. Teachers of the Deaf in France in the late 1700s and early 1800s established using sign language in the classroom and yet generations later educators chose to revert back to oralism, not including any sign language when teaching Deaf children. And the trend continues to this day. Researchers in the 1960s, 70s and 80s proved that sign languages are natural languages, and yet this fact did not change the difficulties schools still have in reassuring parents and administrators that the Deaf students will learn to communicate, read and write a sign language as with your fellow listeners regarding oral languages that speak. Now, in the 21st century most educators and researchers are aware that sign languages are sophisticated languages with grammar, syntax and large vocabularies. Yet accepting sign languages as written languages has taken longer. Those who support the idea of writing sign languages feel that the availability of written literature and poetry in sign languages will lead to improved literacy in oral languages and in the long run, increase acceptance by the hearing world. Showing that sign languages have a written form helps establish sign languages as foreign languages in schools. With the advent of the internet and social media, writing sign languages is spreading quickly. The year 2020 is the beginning of a new era of sign language literature. Keywords: Sign Language; Literature; SignWriting; Deaf; Education. Resumo: As línguas de sinais são o principal meio de comunicação e expressão das comunidades surdas, embora nem sempre elas sejam incluídas como parte da educação dos surdos. Professores de surdos na França, no final dos anos 1700 e início dos anos 1800, tentaram implantar o uso da língua de sinais em sala de aula, porém, nas gerações que se seguiram, a grande maioria dos educadores optou por retornar ao oralismo, sem incluir nenhuma língua de sinais no processo 1 Valerie Sutton is the original inventor of Sutton Movement Writing and SignWriting. This written system is used by thousands of people on a daily basis in over 40 countries. In general, it has been adopting to Deaf Education, to teach literacy, and to preserve the rich cultural Sign Language heritage of Deaf communities worldwide. Valerie founded the Center for Sutton Movement Writing that sponsors Sutton SignWriting and Sutton DanceWriting. The Center for Sutton Movement Writing is a USA non-profit, educational organization founded in California in 1974. Directed by Valerie Sutton, the Center collects funds for publishing SignWriting, a way to read and write any sign language in the world. For more information, see: https://www.signwriting.org/about/web/. Volume 20 Número 48 6 e-ISSN: 1981-4755 DOI: 10.5935/1981-4755.20190029 de ensino e aprendizagem estudantes surdos. E essa tendência, infelizmente, continua até hoje. Embora muitos pesquisadores nas décadas de 1960, 70 e 80 tenham provado que as línguas de sinais são de fato línguas naturais, isso não foi suficiente para resolver as dificuldades que as escolas ainda têm para tranquilizar os pais e administradores de que os alunos surdos, através de suas respectivas línguas de sinais, aprenderão a se comunicar, ler e escrever, assim como acontece com os seus colegas ouvintes em relação às línguas orais que falam. Agora, no século XXI, a maioria dos educadores e pesquisadores já sabe que a língua de sinais é uma língua bem estruturada, com gramática, sintaxe e vocabulários amplos. No entanto, aceitar a língua de sinais como uma língua escrita demorou mais tempo. Aqueles que apoiam essa ideia compreendem que a disponibilidade de escrita em língua de sinais levará os estudantes surdos a uma alfabetização mais aprimorada em línguas orais, e, a longo prazo a aceitação da escrita por parte dos ouvintes será muito maior. Mostrar que as línguas de sinais têm uma forma escrita ajuda a estabelecer as línguas de sinais como línguas estrangeiras nas escolas. Com o advento da internet e das mídias sociais, o sistema de escrita de línguas de sinais vem se espalhando muito rapidamente. O ano de 2020 é o início de uma nova era da literatura em línguas de sinais. Palavras-chave: Língua de Sinais; Literatura; SignWriting; Surdo; Educação. INTRODUCTION For those who do not use a sign language as a daily primary language, sign languages can seem foreign and even baffling. Many assume that language must be spoken, using sound, to be a true language. This assumption has come and gone and reared its head again and again with or without research and proof that real languages can indeed exist without sound or using the voice box. The concept that language can be conveyed through sign language is a not a new idea, but in every generation sign language users face skeptics in the non-sign language world and oftentimes have to repeat and repeat explanations that their sign language is a good language too. Or maybe they don’t try to explain it, but instead live their lives isolated from those who do not understand. There are so many stories of people’s lives influenced by the reactions of the culture around them, and even though these stories are written down and told, not everyone realizes. It is easier to educate a child so the parents and administrators are happy, even if this means that the education of the child falls short because those around the child did not make the effort to learn sign language. Meanwhile, new generations of researchers produce pioneering ideas in sign language education and linguistics. These fine researchers and educators brave new worlds. Volume 20 Número 48 7 e-ISSN: 1981-4755 DOI: 10.5935/1981-4755.20190029 They must have a strong sense of mission, because oftentimes societies do not accept their findings immediately. Every generation seems to be required to repeat or reinforce the previous generation’s findings, and oftentimes what seemed to become proven in a previous generation, was discarded and seemingly forgotten by the next generation. An example of this pattern in Deaf Education is the remarkable time in France, in the 18th and 19th centuries, when Abbé Charles-Michel de l’Épée, and other great teachers, established sign languages as an important part of Deaf Education. See Figure 1. Figure 1: Abbé Charles-Michel de l’Épée. Excerpt from the ASL Wikipedia article written in American Sign Language (ASL) by Adam Frost. Other educators from other countries learned from the French Deaf Education system and established schools for the Deaf in their own countries, using sign languages. Later, the trend reversed and sign languages were oftentimes replaced with oral training once again. The waxing and waning of the use of sign languages in Deaf Education has continued throughout history and to this day there are places that do not allow Deaf people to use sign language, but instead require lip reading or “oralism”. Volume 20 Número 48 8 e-ISSN: 1981-4755 DOI: 10.5935/1981-4755.20190029 WRITING SIGN LANGUAGES During this time in France, in the early 1800’s, when sign languages were being used in Deaf Education, there was a pioneering researcher and teacher of Deaf students, Roch-Ambroise Auguste Bébian. Bébian was one of the first hearing educators fluent in French Sign Language. In 1825, he wrote an important book “Mimographie”, which shows a method of writing signs which he developed. Bébian felt strongly for the need for a writing system for signs. He pioneered this new field of research for those who came after him. It is documented that Bébian fought to establish sign languages as written languages and it was a difficult struggle. See Figure 2. Figure 2: Roch-Ambroise Auguste Bébian photo courtesy of Wikimedia Commons Volume 20 Número 48 9 e-ISSN: 1981-4755 DOI: 10.5935/1981-4755.20190029 Now, in the 21st century most educators and researchers are aware that sign languages are sophisticated languages with grammar, syntax and large vocabularies. And in the late 20th century, and continuing and expanding into the 21st century, written sign languages established a firmer foundation, providing reading literature in written sign languages in American Sign Language, Brazilian Sign Language, Flemish Sign Language, French Sign Langauge, French-Belgian Sign Language, French-Swiss Sign Language, German Sign Language, German-Swiss Sign Language, Nicaraguan Sign Language, Norwegian Sign Language, Polish Sign Language, Portuguese Sign Language, Spanish Sign Language, Tunisian Sign Language… around 40 sign languages now provide some written sign language literature for signers to read on a daily basis. See Figure 3. Figure 3: Countries providing written sign language literature in 2010. Map by Bill Reese, courtesy of SignWriting.org. FEAR OF CHANGE The spread of written sign language literature in the 2000s, read daily and written by sign language users themselves, was stimulated with the invention of Sutton SignWriting in Copenhagen, Denmark in 1974. Although first invented by Valerie Sutton at the University of Copenhagen, the SignWriting system soon was used and influenced by Volume 20 Número 48 10 e-ISSN: 1981-4755 DOI: 10.5935/1981-4755.20190029 signers in over 40 countries. This worldwide group effort on the internet lead to a writing system that is really used by signers themselves, and is not necessarily a part of any research lab. SignWriting is used in multiple countries because it is free on the internet.
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